NULLIUS IN VERBA 143 



he will succeed, in spite of his education. But for 

 us lesser mortals it does matter. I am not going to 

 talk about the way in which science should be 

 taught in schools, a matter about which I am 

 not competent to speak. What I shall speak 

 of is the learning rather than teaching of the 

 subject. 



I once heard Lord Rayleigh refer to the 

 necessity of putting one's subject-matter clearly 

 before an audience, and he illustrated his point by 

 the following story. Somebody, possibly a lady, 

 came from listening to a lecture by Mr. So-and-So, 

 and when asked what it was about, replied, "He 

 didn't say." I shall follow Lord Rayleigh's advice 

 and tell you that my subject is "Why science should 

 be learned." Why it is worth while for a boy to 

 give up some of his time to this particular form 

 of knowledge, and what advantage he may expect 

 to gain from so doing. 



There are many possible reasons for a boy's 

 learning science. 



I Because he is told to. This is an excellent 



reason, but not inspiriting. 



II To get marks in an Entrance Scholarship 



examination. This is a virtuous reason 

 but not intellectual. 

 Ill To gain knowledge which will be of use 

 when he comes to follow a profession, 

 and wants to know physics in view of 

 becoming an engineer, or physiology 

 as a part of medical training. This 

 is a worthy reason, but not a common 

 one. 



